L2 Motivational Self System, International Posture, and the Socioeconomic Factor in Efl at University Level: The Case of Chile

Q2 Arts and Humanities

Psychology of Language and Communication Pub Date : 2020-01-01 DOI:10.2478/plc-2020-0009

M. Véliz-Campos, Mical Polanco-Soto, A. Biedroń

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引用次数: 3

Abstract

Abstract Motivation plays a critical role in L2 language learning and has proven to be a strong predictor of success in learning a foreign language (Biedroń & Pawlak, 2016). The Second Language Motivational Self System (L2MSS) is one of the most prominent theories developed by Dörnyei (2009), which has been studied in relation to different variables affecting language learning motivation. The aim of the present study is to examine the relationship between L2MSS components, international posture, and socioeconomic status among university students. The participants of this study were 134 non-English major university students. The results suggest that the ideal L2 self, and the L2 learning experience are related to international posture insert a comma after posture whereas the L2 learning experience is a stronger predictor of students’ motivated behavior. Future research should investigate the development of future selves in instructed language learning contexts conducive to enhancing and increasing motivation to learn English.

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二语动机自我系统、国际姿态与大学英语学习中的社会经济因素——以智利为例

摘要动机在二语学习中起着至关重要的作用，并已被证明是外语学习成功的有力预测因素（Biedroń&Pawlak，2016）。第二语言动机自我系统（L2MSS）是Dörnyei（2009）提出的最突出的理论之一，该理论已被研究与影响语言学习动机的不同变量有关。本研究的目的是检验大学生中L2MSS成分、国际姿态和社会经济地位之间的关系。这项研究的参与者是134名非英语专业的大学生。研究结果表明，理想的二语自我和二语学习体验与国际姿势有关，在姿势后插入逗号，而二语学习经验对学生的动机行为有更强的预测作用。未来的研究应该调查未来自我在指导语言学习环境中的发展，这有助于增强和增加学习英语的动机。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology of Language and Communication Arts and Humanities-Language and Linguistics

CiteScore

0.80

自引率

0.00%

发文量

审稿时长

14 weeks